Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Academic Practice Accelerator · 2026-10-20

IELTS Writing Task 1 question

The bar chart shows the typical weekday for students in three different countries.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 4.5)

So in this graph we can see the graph shows the average studing, sleeping and relaxing hours of students across three different countries UK,Japan and Germany

according to the graph the students in UK are so balancing they know the importance of balancing our task. it's more important because To clam your mind you have to do other activities as long as your main activity for example for students main activity is studing and for mans it's job/work

Nect in japan the things are more serious cause we can see in picture that stidents in japan are giving more then 50% of their time in only their main activity studing. that may good for focus but it's not balancing so i do not prefare this schedule

at last in Germany things are same as UK students give their time to onther activity they take proper time to slepp and relax which is good for their own mental as well as physical health.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response identifies the three countries and the activities, and it notices that Japanese students spend more time studying. However, it does not adequately summarise the chart’s main features as data: there are no figures, and the comments about students being “serious,” balancing responsibilities, or protecting their health are opinions rather than chart-based reporting. Some comparisons are also inaccurate or unsupported: UK and Germany have similar relaxing hours, but their sleeping and studying figures differ, while the response says their schedules are the same. To improve, give a concise overview of the key contrasts, then report selected values—for example, Japan’s 13 study hours compared with 8 in the UK and 9 in Germany—and avoid judging which schedule is preferable.

Coherence and Cohesion: Band 5.0

The response has a basic sequence, moving from the UK to Japan and then Germany, and paragraph breaks help distinguish these sections. Linking expressions such as “Next” and “at last” also signal progression. However, there is no clear overview paragraph, and the ideas within each section move from chart description to personal advice or health claims, weakening the focus and progression. Some connections are unclear, particularly “it's more important because To clam your mind,” where the relationship between the chart and the explanation is difficult to follow. Organise the response around an overview followed by grouped comparisons, and use linking phrases to show contrasts between countries rather than simply listing them.

Lexical Resource: Band 4.5

The response uses some relevant topic vocabulary, including “studying,” “sleep,” “relax,” and “time,” so the general subject is understandable. However, the range is basic and repetitive, and several word choices or collocations are inaccurate, such as “giving more then 50% of their time,” “take proper time,” and “students are so balancing.” Spelling errors—including “studing,” “stidents,” “prefare,” and “onther”—also make the writing less clear and controlled. Aim for precise chart language such as “spend,” “hours,” “account for,” and “compared with.” Check spelling carefully and choose neutral, factual expressions instead of informal or evaluative wording.

Grammatical Range and Accuracy: Band 4.5

The response attempts some longer sentences, including “we can see in picture that stidents in japan are giving more then 50% of their time…,” but control is weak and errors occur frequently. Sentence boundaries and punctuation are inconsistent: the opening is a fragment-like run-on, and several sentences join separate ideas without clear punctuation. There are also problems with articles, agreement, and sentence construction, as in “the students in UK are so balancing” and “students give their time to onther activity.” Capitalisation of country names and sentence beginnings is inconsistent. Build accuracy first with clear subject–verb sentences, then combine ideas using correctly formed clauses—for example, “Japanese students study for 13 hours, compared with 8 hours in the UK.”

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